A) Individuals with Disabilities Education Act B) Individual Development Education Act C) Individual Disability Evaluation Act D) Inclusive Disabilities Education Assistance
A) Instructional Evaluation Plan B) Individual Education Program C) Inclusive Education Policy D) Individualized Educational Plan
A) To punish students with disabilities B) To separate students from general education C) To reduce homework assignments D) To identify a student’s strengths and weaknesses
A) To replace an IEP B) To provide transportation services C) To provide accommodations for students with disabilities D) To evaluate teachers
A) Only private schools use IEPs B) A 504 Plan is more comprehensive C) They are exactly the same D) An IEP is more comprehensive than a 504 Plan
A) A behavior problem only B) A medical disease C) A physical impairment that affects learning D) A condition that affects a student’s ability to learn
A) ADHD B) Hearing impairment C) Autism D) Dyslexia
A) The practice of including students with disabilities in general education classrooms B) Teaching students separately C) A type of evaluation D) Excluding students with disabilities
A) Special learners only B) Challenging students C) Gifted children D) Exceptional children
A) IDEA B) FERPA C) Section 504 D) ADA
A) A testing program B) A discipline policy C) A college preparation guide D) A plan outlining accommodations for students with disabilities
A) There is no difference B) A 504 Plan is only for college students C) An IEP provides more comprehensive services than a 504 Plan D) An IEP only provides accommodations
A) Learning disabilities B) Physical disabilities C) Autism D) Visual impairments
A) To determine eligibility B) All of the above C) To identify strengths and needs D) To plan services
A) Excellent communication skills B) Strong memory in all subjects C) Difficulty with reading, writing, or math D) Physical weakness only
A) Difficulty hearing B) Advanced problem-solving skills C) Intellectual functioning below average D) Hyperactivity only
A) Strong athletic ability B) Hearing problems only C) Difficulty with social skills D) Physical impairment
A) Lack of intelligence B) Difficulty with attention and hyperactivity C) Difficulty seeing D) Speech impairment only
A) To provide education to all students regardless of their abilities or disabilities B) To focus only on students with disabilities C) To separate students by ability D) To reduce classroom sizes
A) Teaching all students online B) Providing home instruction only C) Separating students with disabilities from peers D) Placing students with disabilities in regular classrooms for some classes
A) Smaller classrooms B) Opportunity to develop empathy and understanding for people with disabilities C) More vacations D) Less homework
A) To reduce school costs B) To promote equal access and opportunities for students with disabilities C) To focus only on academic performance D) To separate students with disabilities
A) Creating a welcoming and supportive environment for all students B) Limiting classroom participation C) Grouping students by disability only D) Excluding students with disabilities from activities
A) Inclusive Development Education Act B) Individuals with Disabilities Education Act C) Individual Disability Education Act D) None of the above
A) Outlines educational goals and services B) Identifies student needs C) Helps monitor student progress D) All of the above
A) To place students in separate schools B) To ensure students with disabilities are educated with non-disabled peers as much as appropriate C) To provide online-only instruction D) To reduce teacher responsibilities
A) Working with teachers and specialists B) Supporting the student’s education C) Participating in decision-making D) All of the above
A) To manage cafeteria services B) To provide transportation C) To teach physical education D) To assess students’ academic and functional skills
A) To provide the same instruction for all students B) To understand and respect cultural differences among students and families C) To focus only on language skills D) To ignore cultural differences
A) Systematically implemented and evaluated instruction B) General classroom instruction C) Standardized learning only D) Inclusive assessment
A) Standard report card B) Behavioral warning form C) Attendance checklist D) Individualized Education Program (IEP)
A) A school that serves one or more types of disabilities with trained teachers and support services B) A sports training center C) A weekend-only school program D) A school for gifted students only
A) Residential School B) Tutorial School C) Day Care Center D) Inclusive School
A) Inclusive Programs B) Integration and Mainstreaming Programs C) Resource Programs D) SPED Tutorial Programs
A) Partial Mainstreaming B) Full Mainstreaming C) Inclusive Placement D) Reverse Mainstreaming
A) Partial Mainstreaming B) Full Mainstreaming C) Self-contained Placement D) Resource Teaching
A) Special Education Center B) Residential School C) Mainstream School D) Inclusive Education Program
A) Mainstream Class B) Special Class or Self-contained Class C) Inclusive Class D) Resource Room
A) A child with high intelligence only B) A child who excels in sports C) A child who belongs to a special school D) A child who has a disability or special need
A) Athletic B) Gifted C) Autistic D) Physically Disabled
A) Exceptional B) Disabled C) Mainstreamed D) Integrated
A) ADHD B) Autism C) Dyslexia D) Blindness
A) Gifted Disabled B) Twice Exceptional C) Inclusive Learner D) Multi-talented
A) ADHD B) Blindness C) Dyslexia D) Down syndrome
A) Speech Impaired B) Physically Disabled C) Autistic D) Mentally Disabled
A) Disabled B) Gifted C) Exceptional D) Mainstreamed
A) Down Syndrome B) Blindness C) Dyslexia D) ADHD
A) Autistic B) Physically Disabled C) Cognitively Delayed D) Speech and Language Impaired
A) Paralysis B) Dyslexia C) Hearing Impairment D) Blindness
A) Autistic B) Physically Disabled C) Dyslexic D) Gifted
A) Speech Impairment B) Down syndrome C) ADHD D) Blindness
A) Dyslexia B) ADHD C) Blindness D) Autism
A) Athletic Abilities B) Sensory Impairments C) Physical Disabilities D) Learning Disabilities
A) Sensory Impairments B) Physical Disabilities C) Speech and Language Impairments D) Learning Disabilities
A) Physical Disabilities B) Learning Disabilities C) Behavioral Disorders D) Sensory Impairments
A) Learning Disabilities B) Physical Disabilities C) Sensory Impairments D) Speech Disorders
A) Physical Disabilities B) Behavioral Disorders C) Sensory Impairments D) Giftedness
A) Sensory Impairment B) Physical Impairment C) Learning Disability D) Speech Disorder
A) Speech and Language Impairments B) Sensory Impairments C) Physical Disabilities D) Learning Disabilities
A) Physical Disabilities B) Autism C) ADHD D) Learning Disabilities
A) Sensory Impairments B) Learning Disabilities C) Behavioral Disorders D) Physical Disabilities
A) Twice-Exceptional B) Gifted and Talented C) Learning Disabled D) Physically Disabled
A) Physical Disabilities B) Sensory Impairments C) Gifted and Talented D) Behavioral Disorders
A) Speech Impairment B) Autism C) ADHD D) Physical Disability
A) Learning Disabilities B) Behavioral Disorders C) Sensory Impairments D) Physical Disabilities |